Modeling Family Economic Conditions and Young Children's Development in Rural United States: Implications for Poverty Research
Modeling Family Economic Conditions and Young Children's Development in Rural United States: Implications for Poverty Research
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DOI：
10.1007/s10834-012-9287-2
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发表时间：
2012-12-01
影响因子：
2.4
通讯作者：
Burchinal, Margaret R.
中科院分区：
文献类型：
--
作者：
Kainz, Kirsten;Willoughby, Michael T.;Burchinal, Margaret R.
在这项研究中，我们研究了贫困状况，物质困难，流动资产，非流动资产，儿童的认知能力和社会问题之间的加法和乘法关系在36个月。这些数据来自美国六个农村县的1，292名儿童的代表性样本。研究结果表明，收入，物质困难和非流动资产解释了幼儿发展的独特变化。物质困难与儿童面临的更多社会问题有关。贫困状况与较低的认知技能相关，非流动资产与36个月时较高的认知技能相关。我们的结论是，模型估计贫困和儿童的结果之间的关系，不包括困难和资产的措施可能是不够的。
In this study we examined the additive and multiplicative relations between poverty status, material hardship, liquid assets, non-liquid assets, and children's cognitive skills and social problems at 36 months. The data were from a representative sample of 1,292 children in six rural counties in the United States. Findings indicated that income, material hardship, and non-liquid assets explained unique variation in young children's development. Material hardship was associated with more social problems for children. Poverty status was associated with lower cognitive skills, and non-liquid assets were associated with higher cognitive skills at 36 months. We concluded that models that estimate the relation between poverty and child outcomes without including measures of hardship and assets could be underspecified.